SALTA 1st Grade Curriculum Map

2015-2016

Math Exemplars

Student Portfolios Throughout the school year, Exemplars encourages teachers to keep two student portfolios. The first could be either a pocket folder or binder that contains a student’s instructional tasks/formative assessments. These “working portfolios” should be placed in the classroom where students can access them on a regular basis. The second should be a file that the teacher keeps to store each summative assessment problem-solving task that a student completes. The working portfolio allows teachers to assess what the student knows using four guiding lenses.

• What do I know this student knows? • What does this student need to practice? • What does this student need to relearn? • What is this student ready to learn (do next)?

Instructional tasks/formative assessments are viewed as opportunities for students to learn new mathematical strategies, vocabulary and notation and representations. Students can also explore mathematical connections and self-assess their solutions. These tasks may be done alone, in pairs, in groups or as a whole class. Direct instruction may also be used to question and support classroom discussion around the underlying mathematical concepts in a problem. Teachers should use formative assessment tasks to observe and support student understanding. As part of this process, conferencing and editing can occur and students can revisit their work as often as necessary. Teachers can use similar tasks throughout a unit of study to give a student multiple opportunities to use new learning in her/his solution and to gain independence in arriving at a correct answer. In contrast, summative assessment tasks are given at the end of a unit of study. Summative assessment tasks are identified throughout Problem Solving for the Common . These tasks include a set of anchor papers and scoring rationales. In order to achieve a true assessment of what the student understands and is able to do, in words of the Common Core, there should be a wait time of at least one day between the last formative assessment and the summative assessment. A similar assessment task may also be given to students much later in the year if a teacher wants to spiral back to determine how much learning is retained. Summative assessment tasks can be read to the students, and any non-mathematical terms may be defined. Tasks can be reread during the student’s work time, and scribing may be provided for any non-writing or primary students. (For more information on scribing, refer to the section “Scribing at the Primary Level.”) No coaching or directions can be given for how a task should be completed. A summative assessment must represent a student’s totally independent solution. Portfolio Components A student’s working portfolio should include: • Class pieces • Scaffold pieces • Homework pieces • Edited pieces done after class instruction in the mathematics/problem-solving strategy of the task • Conferenced pieces with directed editing • Pieces used as a class to learn strategies, vocabulary and representations • Pieces used to help students learn to organize and write their solutions • Tasks used as direct instruction to learn the criteria of the scoring guide • Tasks for independent student practice A summative assessment portfolio should include: • a student’s independent problem-solving work that demonstrates what he or she knows and is able to do

©Canyons School District 2016

SALTA MATH 9